By: Lisette Gutierrez Theme: Conflict Essential Question: Does conflict produce change?
Empowering Students: I plan on empowering students by allowing them to have options on what they will focus their projects on! I believe that when students are given choices, their creativity expands and they gain a better understanding of the material. Allowing this freedom of creativity to spill into their writing is also beneficial. Students can be shown different examples of what they could do through different literacy’s, but the key is to allow them to choose one. When students gain the confidence to tackle a project on their own, especially through writing, the outcome will be amazing. Students will not only learn the material themselves, but they will be learning from one another. Empowering students with the confidence to succeed on their own is just another tool we can give them.
Week 1
Strand 1: The Reading Process C2 PO1: Describe the historical and cultural aspects found in cross-cultural works of literature. Generalization: Every action has consequences. Concept: Racism
Topic: Students will take a look at specific racial injustices throughout time.
Monday: Racial injustices will be introduced with the “Say Something” reading strategy by reading Gerda Weissman’s “The Blue Room,“ Afterwards, students will follow along with notes from a powerpoint about that era. Tuesday: A short video clip from All But My Life will be shown about Weissman’s experience and students will complete a worksheet to be done during the movie. A class discussion will follow afterwards. Wednesday: Students will learn about segregation in schools during the Jim Crow Laws. We will listen to personal narratives, view pictures, and finish with a journal entry. Source:http://www.pbs.org/wnet/jimcrow/narrative_baldwin.html Thursday: Students will continue learning about segregation in the south and we will share our journal reflections. Friday: Students will take a look at an editorial on Cesar Chaves and the racial injustices that were endured. We will end with a class discussion on racism and a ticket out the door will be used in order to check for understanding.
Week 2
Strand 2: Comprehending Informational Texts C1 PO2: Distinguish supported inferences from unsupported inferences in expository selections. Generalization: Ideas are shaped and molded from the actions and beliefs of others.
Concept: Freedom Topic: This week, students will have the freedom to create their own project on how ideas can be shaped and molded by the beliefs of others. Students will focus their inquiry on how or why this gave their character freedom The choices can include a poster board presentation, dramatic role play, an essay, a video, or a letter to congress.
Monday: Students will read Poe‘s “The Cask of Amontillado” in pairs. They will use the It Says/I Say reading strategy while reading. Tuesday: Students will finish “The Cask of Amontillado” and fill out their It Says/ I Say worksheet. Afterwards, we will have a class discussion on the impact of choices and the characters sense of “freedom.” Wednesday: Students will be presented with the chance to create their own presentation by choosing a reading of their choice or taken from a personal narrative to be presented to the class on Friday. Thursday: Students will work on presentations. Friday: Students will deliver their presentations.
Week 3
Strand 1: The Writing Process C1 PO2: Determine the Purpose, C2 PO2: Sequence ideas into meaningful order, C5 PO1: prepare writing that follows a format appropriate for the purpose.
Generalization: Be the change you want to see in the world. Concept: Compromise/resolve/resolution Topic: Writing Personal Narratives/Memoires
Monday: Take notes on expository essay outlines and read an excerpt from “Chinese Cinderella.” Tuesday: Students will view different examples of personal narratives and memoires. Wednesday: Students will take notes on Introductions and Conclusions. They will begin writing their final draft. Thursday: Student will continue to work on essays and we will begin sharing them in a class circle. Friday: We will finish sharing student essays and have a class discussion.
Summative Assessment: My summative assessment will comprise of an inquiry project where students will choose a writing of their choice to be presented to the class. This assessment will open the door to class discussions about the theme of the unit.
Theme: Conflict
Essential Question: Does conflict produce change?
Empowering Students: I plan on empowering students by allowing them to have options on what they will focus their projects on! I believe that when students are given choices, their creativity expands and they gain a better understanding of the material. Allowing this freedom of creativity to spill into their writing is also beneficial. Students can be shown different examples of what they could do through different literacy’s, but the key is to allow them to choose one. When students gain the confidence to tackle a project on their own, especially through writing, the outcome will be amazing. Students will not only learn the material themselves, but they will be learning from one another. Empowering students with the confidence to succeed on their own is just another tool we can give them.
Week 1
Strand 1: The Reading Process C2 PO1: Describe the historical and cultural aspects found in cross-cultural works of literature.
Generalization: Every action has consequences.
Concept: Racism
Topic: Students will take a look at specific racial injustices throughout time.
Activity: Say Something Reading Strategy
Source: www.pnwlocalnews.com/south_king/ken/news/95772834.htmld
Monday: Racial injustices will be introduced with the “Say Something” reading strategy by reading Gerda Weissman’s “The Blue Room,“ Afterwards, students will follow along with notes from a powerpoint about that era.
Tuesday: A short video clip from All But My Life will be shown about Weissman’s experience and students will complete a worksheet to be done during the movie. A class discussion will follow afterwards.
Wednesday: Students will learn about segregation in schools during the Jim Crow Laws. We will listen to personal narratives, view pictures, and finish with a journal entry.
Source: http://www.pbs.org/wnet/jimcrow/narrative_baldwin.html
Thursday: Students will continue learning about segregation in the south and we will share our journal reflections.
Friday: Students will take a look at an editorial on Cesar Chaves and the racial injustices that were endured. We will end with a class discussion on racism and a ticket out the door will be used in order to check for understanding.
Week 2
Strand 2: Comprehending Informational Texts C1 PO2: Distinguish supported inferences from unsupported inferences in expository selections.
Generalization: Ideas are shaped and molded from the actions and beliefs of others.
Concept: Freedom
Topic: This week, students will have the freedom to create their own project on how ideas can be shaped and molded by the beliefs of others. Students will focus their inquiry on how or why this gave their character freedom The choices can include a poster board presentation, dramatic role play, an essay, a video, or a letter to congress.
Monday: Students will read Poe‘s “The Cask of Amontillado” in pairs. They will use the It Says/I Say reading strategy while reading.
Tuesday: Students will finish “The Cask of Amontillado” and fill out their It Says/ I Say worksheet. Afterwards, we will have a class discussion on the impact of choices and the characters sense of “freedom.”
Wednesday: Students will be presented with the chance to create their own presentation by choosing a reading of their choice or taken from a personal narrative to be presented to the class on Friday.
Thursday: Students will work on presentations.
Friday: Students will deliver their presentations.
Week 3
Strand 1: The Writing Process C1 PO2: Determine the Purpose, C2 PO2: Sequence ideas into meaningful order, C5 PO1: prepare writing that follows a format appropriate for the purpose.
Generalization: Be the change you want to see in the world.
Concept: Compromise/resolve/resolution
Topic: Writing Personal Narratives/Memoires
Monday: Take notes on expository essay outlines and read an excerpt from “Chinese Cinderella.”
Tuesday: Students will view different examples of personal narratives and memoires.
Wednesday: Students will take notes on Introductions and Conclusions. They will begin writing their final draft.
Thursday: Student will continue to work on essays and we will begin sharing them in a class circle.
Friday: We will finish sharing student essays and have a class discussion.
Summative Assessment: My summative assessment will comprise of an inquiry project where students will choose a writing of their choice to be presented to the class. This assessment will open the door to class discussions about the theme of the unit.